Persiapan Mengajar

 

Persiapan mengajar pada hakekatnya merupakan perencanaan jangka pendek untuk memperkirakan atau memproyeksikan tentang apa yang dilakukan. Dengan demikian, persiapan mengajar merupakan upaya untuk memperkirakan tindakan yang akan dilakukan dalam kegiatan pembelajaran, terutama berkaitan dengan pembentukan kompetensi.

Dalam mengembangan persiapan mengajar, terlebih dahulu harus menguasai secara teoritis dan praktis unsur-unsur yang terdapat dalam persiapan mengajar. Kemampuan membuat persiapan mengajar merupakan langkah awal yang harus dimiliki guru dan sebagai muara dari segala pengetahuan teori, keterampilan dasar, dan pemahaman yang mendalam tentang objek belajar dan situasi pembelajaran.

Dalam persiapan mengajar harus jelas kompetensi dasar yang akan dikuasai peserta didik, apa yang harus dilakukan, apa yang harus dipelajari, bagaimana mempelajarinya, serta bagaimana guru mengetahui bahwa peserta didik telah menguasai kompetensi tertentu. Aspek-aspek tersebut merupakan unsur utama yang secara minimal harus ada dalam setiap persiapan mengajar sebagai pedoman guru dalam melaksanakan pembelajaran dan membentuk kompetensi peserta didik.

Terdapat beberapa prinsip yang harus diperhatikan dalam pengembangan persiapan mengajar, diantaranya :

1. Kompetensi yang dirumuskan dalam persiapan mengajar harus jelas, makin konkrit kompetensi makin mudah diamati, dan makin tepat kegiatan-kegiatan yang harus dilakukan untuk membentuk kompetensi tersebut.
2. Persiapan mengajar harus sederhana dan fleksibel serta dapat dilaksanakan dalam kegiatan pembelajaran dan pembentukan kompetensi peserta didik.
3. Kegiatan-kegiatan yang disusun dan dikembangkan dalam persiapan mengajar harus menunjang dan sesuai dengan kompetensi dasar yang telah ditetapkan.
4. Persiapan mengajar yang dikembangkan harus utuh dan menyeluruh serta jelas pencapaiannya.
5. Harus ada koordinasi antarkomponen pelaksana program di sekolah, terutama apabila pembelajaran dilaksakan secara tim (team teaching) atau moving class.

E. Mulyasa (2003) menyebutkan bahwa guru profesional harus mampu mengembangkan persiapan mengajar yang baik, logis dan sistematis, karena disamping untuk kepentingan pelaksanaan pembelajaran, persiapan mengajar merupakan bentuk dari “profesional accoutability”. Dengan mengutip pemikiran Cythia, E. Mulyasa (2003) mengemukakan bahwa persiapan mengajar akan membantu guru dalam mengorganisasikan materi standar, serta mengantisipasi peserta didik dan masalah-masalah yang mungkin timbul dalam pembelajaran. Sebaliknya, dengan mengutip dari Joseph dan Leonard, dikemukakan bahwa : “ teaching without adequate written planning is sloppy and almost always ineffective, because the teacher has not thought out exactly what to do and how to do it.”

Direct Method

DIRECT METHOD

               Direct Method is not a new method. Principles already in use by the language teacher many years ago. This method has the instructional goals that learning a foreign language is intended to communicate. Since the grammar-translation method is not very effective in preparing students for mengguanakan studied language (target lanugage) communicatively, Direct Method became very popular.

               Direct Method has one basic rule that is not the permissibility of the type of translation. Origin of the word fact Direct Method for teaching the language when using this method submitted directly (direct) with a visual aid in the absence of the use of native language (native language) students.

Purpose Use the Direct Method

                       

               Teachers who use the Direct Method wants his students to learn how to communicate in a language that is learned (the target language). So that hope is realized, students learn to think using the language of emotion learned (the target language) by not being allowed acyl language (native language) emerged during the lesson.

The teacher-student role in the Direct Method

               Although the role of the teacher in this method is a 'director' class, students are more active role than in the Grammar-translation method. Teachers and students are more like partners in preose learning / teaching.

Characteristics of Learning Process In the Direct Method

               Teachers who use this method to force the students to understand the meaning of the target language (target language) directly. To do so, when the teacher introduces a target language word or phrase, the teacher demonstrates its meaning through the use of realia, pictures, or pantomime; teachers should not be interpreted directly into the native language (native language) students.

The teacher-student interaction in the Direct Method

               Interaction between teachers and students walking from two directions, both from teachers to students or from students to teachers, but most interactions walk from teacher to student. Student interaction also occurred in this method.

Language Skill In the Direct Method

               Vocabulary is emphasized exceed grammar. Although this method can work on all the basic skills of English such as reading, writing, speaking, and listening from the beginning of learning, but verbal communication is seen as a basic skill. Pronunciation also get a place in this method, from the beginning until the end of the lesson learning.

In the evaluation of the Direct Method

               Formal evaluation is not so much found in this method, but at the Direct Method, students are asked to use the target language is not to explain their knowledge of the target language. Students are required to use the language targets either orally or in writing. For example, in the evaluation of this method, students may be interviewed in person by the teacher or may be asked to write a paragraph directly about something they have learned.